The aim of the project was to investigate the impact of different institutional characteristics of school systems on student achievement. In addition, non-cognitive skills were also considered as outcome variables. In particular, the project focuses on the effects of accountability, autonomy, and choice, as well as interaction effects between these institutional characteristics.
The database of the investigation is the international dataset of the OECD PISA-2003 study (Programme for International Student Assessment), which was analysed by means of microeconometric student level regressions. Special focus was put on the interaction of choice, school autonomy, and accountability systems.
The empirical results reveal that different facets of accountability, autonomy, and choice are strongly associated with the level of student achievement across countries. With respect to accountability, students perform better where policies are in place that aim at students (external exit exams), teachers (monitoring of lessons), and schools (assessment-based comparisons). The combined achievement differences amount to more than one and a half PISA grade-level equivalents.
Students in schools with hiring autonomy perform better on average, while they perform worse in schools with autonomy in formulating their budget. School autonomy over the budget, salaries, and course contents appears to be more beneficial when external exit exams hold schools accountable for their decisions.
Students perform better in countries with more choice and competition as measured by the share of privately managed schools, the share of total school funding from government sources, and the equality of government funding between public and private schools. Cross-country differences in private school operation account for up to two PISA grade-level equivalents. The performance advantage of privately operated schools within countries is stronger where schools face external accountability measures and are autonomous. In urban areas, indicators of choice among public schools are also associated with superior outcomes.
Several aspects of accountability, autonomy, and choice are also associated with superior noncognitive outcomes such as student morale and commitment, non-disruptive behaviour, disciplinary climate, and tardiness. We find no evidence that these policies have led schools to focus on raising student achievement at the expense of non-cognitive skills.
L. Wößmann, E. Lüdemann, G. Schütz, M.R. West (2007). School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003. OECD Education Working Paper No. 13.
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